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Peaceful Communities for All: An Early Childhood Unit

Peaceful Communities for All: An Early Childhood Unit

This resource (obtained from teachunicef.org) provides a lesson framework developed by Elizabeth Craford, P.h.D and Dana Shelit, M.A. (University of North Carolina Wilmington) for the United Nations Children’s Fund (UNICEF).

Context:

The framework is divided into four separate lessons meant to be utilized in the education of children in preschool through second grade.

Implementation:

Incorporation by educators: As the framework lays a basis for individual development and identity, geographic and spatial awareness, understanding of global connections, and cultural understanding and awareness, educators would most likely experience success in incorporating the lesson outlines and activities within their social studies curriculums

Materials and time needed:

The framework has been broken down into four separate lesson plans; however, the foundation for the program is the development of a “Peaceful Place,” which is meant to foster contemplation, rest and resolution by children engaged. The creation of the “Peaceful Place” is, naturally, dependent on available materials or resources, the structure and nature of the local community, and the learning environment. To create the “Peaceful Place,” educators must have access to a quiet and somewhat secluded area that would afford children with the opportunity to experience a sense of peace or tranquility, and one that is spacious enough to accommodate a peace table where conflicts can be resolved; a place where children are able to seek refuge in the face of turmoil, or regain composure after becoming distraught. The area should be a comfortable area that reflects the importance of peacefulness and openness so that children are able to feel comfortable in identifying and communicating their emotions, resolve intrapersonal and interpersonal conflicts, and find inner peace or calmness. It is important for the “Peaceful Place” to be utilized as a space for self-reflection and identification, and never as a punishment, or “time-out.” To allow for cooperation and a sense of ownership by the children, it would be useful to engage them in the design of the “Peaceful Place”, and allow for an hour or class period to be devoted to implementing the lessons within the “Peaceful Place” at least once a week, or more preferably twice (or more) weekly.

In addition to the development of the “Peaceful Place”, each lesson further incorporates the use of additional materials as listed below:

  • Lesson One: A place of Peacefulness in Me; picture books that outline concepts of peace and self-awareness, as well as maps to develop geographic and special awareness
  • Lesson Two: Celebrating All of Us; picture books or works of art that embody the concepts of diversity and peace, as well as other books related to the same concepts.
  • Lesson Three: Peacefulness in the Places We Live; materials that would allow for the creation of a “café chat” area, and picture books or other materials that cover conflict resolution.
  • Lesson Four: Peacefulness makes a Better World; books, photographs or artwork that portrays individuals or organizations that work for the creation of a peaceful global community.

Pedagogies used/ ways to implement this resource:

This particular framework appears to incorporate the use of classroom instruction and informed learning, as well as active learning and peer led discussions. For instance, classroom instruction and informed learning is used when the “Peaceful Place” is introduced to children, concepts of personal peace are explained, utilization of the various books required for each lesson, and discussions explaining the origin of peace within individuals. While active learning as well as peer-led discussions take place during the brain-storming of descriptive words related to the concept of peacefulness, the creation of murals or paintings for the “Peaceful place”, encouraging the creation of comparisons about peace, and discussions of symbols related to peace.

Goals:

The “Peaceful Communities for All” framework was built in an effort to allow children to develop trusting relationships, as well as confidence, self-awareness, autonomy, creativity, initiative and positive self-esteem. The program was designed to engage children, allowing them the opportunity to actively consider how they are able to contribute towards the creation and sustainability of peaceful communities, while also fostering respect for diversity and development of global awareness. It is this understanding and development is seen as the foundation of global citizenship. Ultimately, the framework sets forth the building blocks for children to learn how to be peaceful, rather than teach them about peace, since the concept must originate within oneself in order to be extended to local and global communities.

Week 7 – Peace Learner Commitment (Summer 2013)

Thich Nhat Hanh Peace In Oneself Peace In The WorldThis is the final week of the course and its one where we will spend much time reviewing what’s been covered over these past six weeks and reflecting on what’s resonated with us most strongly. Listen to the podcast below to hear my take-aways from last week’s final forum and to introduce this week’s concluding exercise.

This week we focus on what knowledge, skills, and attitudes we have gained throughout the course and how you plan to implement these learnings into your personal or professional practice.

Your peace learner commitment is a pledge to yourself, and shared with our community, to achieve a goal that seeks to build and foster peaceable learning environments.  This environment can be built in the classroom, your community, among your peers, with your family, in the work place, or for yourself.  The choice is yours.

The key is for an element of this course that resonated with you – skill, content, activity, attitude, technique, perspective, etc. – to bear fruit outside of the online space and time we shared this semester.

To help you in developing and honoring your commitment, I invite you to do three things:

(1)  Review all of your responses to the reflection questions that have been a part of each of the online learning modules. This will help you recall everything we have covered throughout the semester and hopefully trigger aspects of the course that resonated with you.

(2)  Develop and write up your peace learner commitment by first responding to a series of questions (outlined below) that call upon your experiences from the class, and second, guide you through the S.M.A.R.T. goals framework. This will help you formulate a specific goal and a plan to achieve it.  It will also provide our learning community with a mission to keep in touch with you once this class is over and check in on the progress of your commitment.

(3)  Participate in our final all class conference call on Friday, August 16th, where you will have an opportunity to vocalize your peace learner commitment to the rest of the class – why this goal, how you plan to achieve it, and what kind of support, if any, you may need. The conference call will be recorded and then be made available everyone through the PeaceLearner.org website.

Interested in hearing peace learner commitments from a previous class? Check out this post from Fall 2012.

Continue reading for to see the full set of guidelines for developing your peace learner commitment.

Continue reading →

Week 6 – Yoga and Mindfulness (Summer 2013)

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This week we explore yoga and mindfulness for the classroom and self-care. But before you jump in to this week’s readings and videos, be sure to check out the savoring beauty photo gallery.

The learning objectives of this module are that you will be able to:

  • Explore the use of meditation in schools and learning environments
  • List benefits of meditation and yoga for learners
  • Experiment with yoga and meditation practices for self-care
  • Develop a meditation or yoga routine for yourself or your community or learners

Key ideas and terms from this module are: meditation, yoga, conscious breathing, self-care

The exercises for this week are:

  • Daily peace actions (Peace Is Every Step)
  • Talk with your learning partner over the phone by Saturday, August 9th
  • Contribute to forum 6.1 by Sunday, August 10th @ 12:00pm

Continue reading to see the full outline of this week’s assignments…

Continue reading →

Week 5 – Environmental Sustainability (Summer 2013)

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I am continuing with the podcast this week as my video editing software continues to give me problems. Click on the link below to listen and jump into week 5.

This week we explore the Earth Charter and the various ways in which its principles can be and have been integrated into classrooms and communities. This week also focuses on how to use the outdoors as a learning environment and integrate elements of the natural world into the learning space as a way to understand environmental systems and issues such as the materials economy, climate change, and conservation.

The learning objectives for this week are for you to be able to:

  • Identify ways in which the principles of the Earth Charter are being actualized around the world
  • Calculate your carbon footprint
  • Evaluate different environmental sustainability curricula and lesson plans
  • Think creatively about adapting environmental education curricula for one’s own educational context

Key ideas and terms from this module are: materials economy, Earth Charter, carbon footprint, sustainability

The exercises for this week are:

  • Daily peace actions (Being Present in Beauty)
  • Crowd-sourced, digital photo gallery
  • Talk with your learning partner over the phone by Saturday, August 3rd
  • Contribute to forum 5.1 by Sunday, August 4th @ 12:00pm

Continue reading to see the full outline of this week’s assignments. Continue reading →

Week 4 – Transforming Conflict Nonviolently (Summer 2013)

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I am trying something new this week. There is no video, but rather an audio podcast. So click on the play button below to listen and jump into this week’s module.

https://peacelearner.org/wp-content/uploads/2013/07/week-4-transforming-conflict-nonvioelnty.mp3″

This week we look at nonviolent ways to manage and resolve conflicts. This topic follows nicely from the previous week because a lot of the skills and methods needed to successfully resolve conflicts require thought and practice dedicated to social and emotional learning.

The learning objectives of this week are that you will be able to:

  • Define conflict
  • Explore effective ways of managing conflicts between learners
  • Appreciate the opportunities for growth that are present when conflicts arise
  • Evaluate peer mediation programs from various schools
  • Practice reflective and active listening skills
  • Understand the various components of talking circles

Key ideas and terms from this week are: I-messages, conflict, conflict transformation, mediation, RASA, reflective listening, active listening, attending skills, reflecting skills, talking circles

The exercises for this week are:

  • Daily peace actions (What Went Well)
  • Talk with your learning partner over the phone by Saturday, July 27th.
  • Participate in the all-class conference call on Wednesday, July 24th @ 5:00pm
  • Contribute to forum 4.1 by Sunday, July 28th @ 12:00pm

Continue to reading for the full outline of this week’s assignments. Continue reading →

Week 3 – Social and Emotional Learning + Positive Psychology (Summer 2013)

This week we look at emotional intelligence which, in an educational context, is sometimes referred to as social and emotional learning.  Social and emotional learning really blossomed in the field of education after the release of Daniel Goleman’s book, Emotional Intelligence, in 1995. Theories of social and emotional learning are at the foundation of many other elements of peace pedagogy such as conflict resolution, reflective listening, and cooperative learning.  Hence, connections to social and emotional learning will continue to be referenced in other modules. We will also look at the field of positive psychology in this module. Positive psychology is a field of psychology made most famous by Dr. Martin Selligman.

The learning objectives of this module are that you will be able to:

  • Define emotional intelligence
  • Define social and emotional learning
  • Define positive psychology and identify various elements of it
  • Identify skills to enhance and develop emotional intelligence
  • Connect emotional intelligence to concepts of positive psychology
  • Brainstorm ways to incorporate emotional intelligence in your own learning environment

Key ideas and terms in this module are: emotional intelligence, positive psychology, emotional vocabulary, social and emotional learning, empathy, safe learning environment, comfort zone

The exercises for this week are:

  • Daily peace actions (Gratitude Letters)
  • Talk with your learning partner over the phone by Saturday, July 20th.
  • Contribute to forum 3.1 by Sunday, July 21st @ 12:00pm

Continue reading for the full outline of this week’s assignments… Continue reading →

Week 2 – Foundations of Peace Education (Summer 2013)

This week you will be introduced to a number of individuals whose work has had and continues to have a significant impact on the field of peace education. There are, of course, a lot of people who fit this category – many of which are not included in this module. The eight selected and highlighted for this course have special significance because of not only their written contributions, but the diversity of perspectives and affiliations they bring to this conversation.

The learning objectives of this week are for you to be able to:

  • Identify key scholars and thinkers who have helped shape and define the field of peace education
  • Understand the different ways, approaches, and methods of peace education
  • Trace the history of peace education and the various ways it has evolved since the mid 20th century
  • Reflect on your own experiences, or lack thereof, with peace education

Key ideas and terms in this week are: 7 blossoms of peace education, partnership model, domination model, banking education, liberation praxis, dialogue, five spheres of peace and right relationships, peace through strength, peace through justice, peace through transformation, peace through politics, peace through sustainability, peace through education, conflict resolution training, disarmament education, education for the prevention of war, environmental education, global education, human rights education, multicultural education, nuclear education, world-order studies.

The exercises for this week are:

  • Daily peace actions (Make Someone Smile)
  • Talk with your learning partner over the phone by Saturday, July 13th
  • Contribute to Forum 2.1 by Sunday, July 14th @ 12:00pm

Continue reading for the full outline of this week’s assignments…

Continue reading →

Week 1 – Building Peaceable Learning Communities (Summer 2013)

Welcome everyone! Let’s jump right in. Begin by watching the welcome video below, then make your way through the rest of the blog post, following the instructions and engaging in the various exercises. I recommend dedicating around 4 hours this week to complete the assignments and activities.

“The community stagnates without the impulse of the individual. The impulse dies away without the sympathy of the community.”
-William James

This week we look at different ways educators can incorporate community building practices and methods into their work.

The learning objectives of this module are that you will be able to:

  • Describe and represent who you are and what you bring to our learning community
  • Identify commonalities and differences that strengthen our learning community
  • Brainstorm ways in which icebreakers can be incorporated into your educational practice
  • Define cooperative learning and identify its benefits
  • Think creatively about how to structure learning spaces in ways that foster community
  • Critique and assess the value of rules and rule-making in the classroom
  • Devise questions that can be utilized during check-in processes and with learning buddies

Key ideas and terms for this module are: cooperative learning, icebreakers, community agreements, community building, check-ins

The exercises for this week are:

  • Daily peace actions (Quiet Time)
  • Contribute to Forum 1.1 by Wednesday, July 3rd @ 12:00pm
  • Participate in the all class conference call on Wednesday, July 3rd @ 5:00pm
  • Talk with your learning partner over the phone by Saturday, July 6th
  • Contribute to Forum 1.2 by Sunday, July 7th @ 12:00pm

Continue reading for full outline of this week’s assignments

Continue reading →

Peace and Freedom through the Art of Theatre

The Freedom Theatre is an organization that advocates freedom and peace through theatre arts. The organization was initially run by Arna Mer  Khamis—a Jewish woman who has been working with the Palestinians regarding the trauma of violence caused by the Israeli-Palestinian conflict. The organization does a lot of projects with Palestinian kids who are traumatized by the conflict. It located in the Northern part of West Bank. The Freedom Theatre’s projects include the young generation to learn the art of acting, and through it they express their hardship and their everyday experience being Palestinian adolescences. The organization contains of drama workshops, acting school, applied theatre, productions, and performances. The expression of their trauma and feelings through this art form has done positive things to these kids.

 

http://www.thefreedomtheatre.org/what-we-do/theatre/

 

 

Theatre art of peace and freedom could be used to heal or educate kids from around the world that are struggling with hardships of any kind. Home problems, violent neighborhoods, segregation, bullying, war are some types of settings where the program could work. Kids age 8 through 20 may be the more ideal learners of this form of peace-building.

 

 

By using emotional intelligences and multiple intelligences, a facilitator could run this program and apply to struggling communities. It requires absolute open-mindedness and support to implement this. Kids who express their feeling want to be heard. They want to be healed. Expression needs to be followed up by support and caring in order for healing to work.

 

Teachers in violent inner city neighborhoods and international peace-builders are the most ideal educators to utilize this form of healing.

 

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Namaste

From its humble beginnings to now becoming an international fad, Yoga is making an impact on not only the body, mind, and soul, but in Peace Education. In a never ending attempt to revamp and expand peace education programs, Yoga has wiggled its way into bringing peace to individuals and communities that would not otherwise be able to find such outlets.

With a practice that requires high volumes of focus, yoga programs like that of YogaKids allows education in a traditional classroom setting to shift into something more. The goal of programs like YogaKids is to create better creativity, behavior, and energy in children starting at a young age.

According to their program results, students can obtain higher understanding of curriculum, focus in class, less anxiety, and higher creativity among other things.

To find a Yoga Kids teacher in the area, just click the link and input your information: http://yogakids.com/find-a-teacher.htm

Not only can you find a teacher, but you can become one yourself: http://yogakids.com/training/trainings-overview.htm

However, yoga in Peace Education does not stop just with the children. These types of programs encompass every level of circumstance.

Higher education has gotten in on peace through yoga as well. Butler University has created workshops to learn how to become an expert in peace through yoga. The 200 hour certifies students to become instructors. Each student of the program attains an understanding of meditation and mindful techniques.

The goal of such programs and yoga in general is to find inner peace. When this has been attained, then approaches to conflict can be found in healthier and more nonviolent manners, or avoided at all.